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Article
Development of Social, Personal and Cognitive Skills of Preschool Children in Montessori and Traditional Preschool Programs
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 72, no. 1
Date: 1991
Pages: 117-124
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Abstract/Notes: The relationship between time in Montessori and Traditional Preschool programs and the preschool child's develoment of [1] personal skills, [2] relationship with teachers, [3] peer relations, [4] behavioral control, and [5] cognitive skills with age controlled was used to compare the relative effectiveness of the programs. This design was necessary since it is likely that parents who select the Montessori program for their child are different from parents selecting traditional preschool programs for their children. Three Montessori programs [n = 108] and three traditional programs [n = 116] provided the subjects for the study. The Pre Kindergarten Scale [PKS], a multiple choice behavioral rating scale was completed by the programs’ teachers on each child. The results revealed that the only variable significant in predicting time in program for the traditional program, relationship with teacher, was the only variable insignificant in predicting length of time in program for the Montessori program. The strongest relationship was for length of time in the Montessori program and relationship with peers [18 percent of variance] with age controlled.
Language: English
ISSN: 0300-4430, 1476-8275
Article
School Notes: Brahmo Girls' School, Calcutta
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: Dec 29, 1937
Pages: 14
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Language: English
Article
Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children
Available from: APA PsycNet
Publication: Journal of Educational Psychology, vol. 106, no. 4
Date: 2014
Pages: 1066-1079
African American community, African Americans, Americas, Latin American community, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America
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Abstract/Notes: Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile-Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.
Language: English
DOI: 10.1037/a0036799
ISSN: 0022-0663, 1939-2176
Article
Montessori Milestones [Chiaravalle Montessori School, Evanston, IL; Wyoming Valley Montessori School, Kingston, PA; AMS scholarships]
Publication: Montessori Life, vol. 5, no. 1
Date: 1993
Pages: 15–16
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Language: English
ISSN: 1054-0040
Article
Middle School Students' Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
Available from: University of Chicago Press
Publication: American Journal of Education, vol. 111, no. 3
Date: 2005
Pages: 341-371
Comparative education, Montessori method of education - Criticism, interpretation, etc., Motivation (Psychology)
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Abstract/Notes: This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.
Language: English
DOI: 10.1086/428885
ISSN: 0195-6744, 1549-6511
Article
Instant Montessori Schools: According to David Lerch, Who Should Know, Federal Magnet Grants Will Be Announced in August - and Schools Will Open in September
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 2
Date: Winter 1995
Pages: 1
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Language: English
ISSN: 1071-6246
Article
Starting a Montessori High School: Elonera [Elonera Montessori School, Wollongong, NSW]
Publication: Montessori Matters, no. 1
Date: May 1999
Pages: 7–10
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Language: English
Article
A View of India: Reflections on the Practice of Montessori Education at One School [Magic Years Montessori School, Delhi]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 4, no. 3
Date: Spring 1992
Pages: 11
Asia, India, Public Montessori, South Asia
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Language: English
ISSN: 1071-6246
Article
Would You Send Your Child to a "New" School?: They're the New Breed of Private School-Strictly Non-Establishment, Where Children May Learn in French, or by Touch, or Not No to Class at All
Available from: ProQuest - Women's Magazine Archive
Publication: Chatelaine, vol. 41, no. 8
Date: Aug 1968
Pages: 15, 65-68
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Language: English
ISSN: 0009-1995
Article
Aflame: Columbia, SC, School Fire Galvanizes a Community [Montessori Early Learning Center and School of the Arts, Columbia, South Carolina]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 18, no. 2
Date: Winter 2006
Pages: 10
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Language: English
ISSN: 1071-6246